IB ENGLISH 2019-2021

1. IB ENGLISH 2019-2021

2. Sit down and read • When you enter the room, find a seat, pull out a book, and read. If you don’t have a book, you may borrow one from the shelf.

3. Anthem to Poetry

4. Tips for doing it right • Keep organized—if you don’t remember it or write it down, it won’t get done. • Take the time to do things right—pay attention to instructions, and if you aren’t sure, get clarification • Put a good face forward—not the minimum • Prioritize • Communicate when things aren’t going well

5. Classroom Process • Starting with SSR/Music/Anthem • Turn in policies • Laptops and electronics • Appropriate and inappropriate questions and answers • Online resources: • www.nancenotes.net • www.youtube.com/nancenotes • CALENDAR!

6. Old versus New • IA • Essay • Paper 1 and Paper 2 • Seven Concepts/AOEs • Identity, Culture, Creativity, Transformation, Perception, Representation, Communication • Internal Analysis, Contextual Analysis, Intertextual Analysis • Portfolios

7. Portfolios • A folder for each text, including the following: • Reflective notes over reading • All HL questions • Class projects/tests • Large media—photos (or digital file) and explanation • Not reading quizzes • A Miscellaneous folder for assignments not specific to a text

8. Summer reading? What? • What we’re going to do with our summer reading this year • Tests on Cymbeline and HTRLLAP • DQ—Reflective Journal! • SL—Rolling into the new curriculum!

9. Cymbeline • In what way does Cymbeline imitate the format of a fairy tale? Compare the play to fairy tales with similar characteristics (try to include 3 or more). What do these similarities do for the play, its themes, and our reception of it? How does this format influence our expectations? • Is this play more of a tragedy or a comedy? Give a good definition of both terms (Tragedy and Comedy) including as many characteristics as possible. Which characteristics of these two genres does the play exhibit? Which does it feel most like? How does its genre influence our understanding of it? • There are some characters who are evil and monstrous, and some characters who are pure and wonderful. But some characters are harder to place. Who is the most significant hero in the play? Explain with evidence. Who is the most significant villain? Explain with evidence. Now, choose a character who is both good and bad at times. Why does this character react to his or her situation in such a way? How does moral complexity influence our feelings for this character? Is it possible to be a good person and do something unforgivable? Explain and give examples. Are you satisfied with how things are resolved for this character? Why or why not?

10. Portfolios • A folder for each text, including the following: • Reflective notes over reading • All HL questions • Class projects/tests • Large media—photos (or digital file) and explanation • Not reading quizzes • A Miscellaneous folder for assignments not specific to a text

11. What Would Foster Notice? ‘Out, Out—’ BY ROBERT FROST The buzz saw snarled and rattled in the yard And made dust and dropped stove-length sticks of wood, Sweet-scented stuff when the breeze drew across it. And from there those that lifted eyes could count Five mountain ranges one behind the other Under the sunset far into Vermont. And the saw snarled and rattled, snarled and rattled, As it ran light, or had to bear a load. And nothing happened: day was all but done. Call it a day, I wish they might have said To please the boy by giving him the half hour That a boy counts so much when saved from work. His sister stood beside him in her apron To tell them ‘Supper.’ At the word, the saw, As if to prove saws knew what supper meant, Leaped out at the boy’s hand, or seemed to leap— He must have given the hand. However it was, Neither refused the meeting. But the hand! The boy’s first outcry was a rueful laugh, As he swung toward them holding up the hand Half in appeal, but half as if to keep The life from spilling. Then the boy saw all— Since he was old enough to know, big boy Doing a man’s work, though a child at heart— He saw all spoiled. ‘Don’t let him cut my hand off— The doctor, when he comes. Don’t let him, sister!’ So. But the hand was gone already. The doctor put him in the dark of ether. He lay and puffed his lips out with his breath. And then—the watcher at his pulse took fright. No one believed. They listened at his heart. Little—less—nothing!—and that ended it. No more to build on there. And they, since they Were not the one dead, turned to their affairs.

12. How to Read Literature • Give and explain examples of each of the following ideas from books, movies, television, etc. • Nice to Eat with You • Nice to Eat You • Flights of Fancy • Marked for Greatness • He’s Blind for a Reason

13. Analyze the following film clip • What symbols do you see? What do they mean? • What ideas from How to Read do you see? • What does the film to create an impact on the viewer?

14. New Crit perspective: Look at the following short poem. What would a New Critic do with it? What would he or she notice about the poem? What would he or she comment upon? Would a New Critic like this poem? In a Station of the Metro By Ezra Pound The apparition of these faces in the crowd; Petals on a wet, black bough.

15. Romanticism and Symbolism • What two symbols does Hawthorne offer us in chapter one of The Scarlet Letter? What do they represent? How do they set the tone for us for the book as a whole? • Are these symbols effective representations of the ideas set up at the beginning of the book? Why or why not? What qualities do they have that make them either effective or ineffective? Explain. • How does an author go about selecting a symbol? How does a symbol embody an idea? What are some of you favorite symbols you’ve seen in a book, movie, song, poem, etc.? • Choose a symbol to represent you at the start of this year. What is it? Why does it represent you? What does it show about the way your year is beginning?

16. Look at the first paragraph of chapter 5 • Why is the experience of being released from prison in some ways harder for Hester than being publicly shamed? • How does the moment add to Hester’s character and our sympathy for Hester? Provide evidence. • Have you ever had an experience which you normally would have doubted your ability to perform, but by nature of its being short, you found you could do it? Explain how time and timing influence your ability to perform difficult tasks.

17. What parts matter? • What are some reasons we find significance in a text? • What do we look for to find examples of those significances? • Identify key passages in chapters 2-6

18. “Hast thou enticed me into a bond that will prove the ruin of my soul?” • What are the negative character traits we see in Chillingworth so far? • What are the positive character traits we see in Chillingworth so far? • What symbolism do we see in Chillingworth? Explain.

19. The Elf-Child and The Minister • What arguments does Hester lay out in defense of herself? What arguments does Dimmesdale lay out for her? What do they say about our theme of the effect of guilt upon the soul? What do they say about these two characters? • What is the significance of Pearl’s reaction to Dimmesdale? Compare it to her reaction to Rev Wilson and Gov. Bellingham. Do you think this action is more symbolic, thematic, or character developmental? Why? Explain. • Have you ever done anything “out of character” because of a certain circumstance? Why? What makes us do things beyond our usual comfort zone?

20. Romanticism! • Identify a passage from our text for each of the following characteristics of Romanticism: • Emotion • Misunderstood individual • Nature • Supernatural • Escapism

21. Symbolism! • In chapters 7-8, examine the following symbols. List physical and contextual associations for the symbol within these chapters, and explain how they develop the nuances of the symbol. • The Scarlet Letter • Sunlight • Pearl • The Rosebush • Chillingworth

22. Are you looking at me?! • An important aspect of characterization is how a character is viewed by others. What do the various perspectives on our characters do to help us understand them more fully? In your answer, discuss the following passages and viewpoints: • The people’s view of Dimmesdale (chapter 9, paragraph 3; chapter 11) • The people’s view of Chillingworth (chapter 9, last 3 paragraphs) • Chillingworth’s view of Dimmesdale (chapter 10, first 4 paragraphs; end of chapter 10) • Dimmesdale’s view of Chillingworth (chapter 11, paragraphs 1-3)

23. A force for evil • In Dark Romantic tradition, Hawthorne explores the nature of Evil throughout the book as an active force. What do these chapters say about Evil? About where it comes from? About how it affects our lives? • What does Evil mean to Dimmesdale? To Chillingworth? To Hester? To Pearl? Give textual evidence. • What features/literary techniques does Hawthorne use to explore the nature of evil? Give examples. • Do you see Evil as a more active or passive concept? Is it a force that influences us or merely a lack of good? How do you define it?

24. Plot Illustration • The scaffold is a key symbol that shows up three times in the book and balances the action. What is the significance of the second scaffold scene to plot? Why is it in the very middle of the book? • Draw this scene with its key characters and features. Label everything you see as symbolic and explain its symbolic role in this scene. • What does the idea of seeing and being seen mean in this chapter? Explain.

25. Be true • Considering our themes of confession versus hidden guilt and how they each affect the soul, how do we interpret and feel about the characters’ actions within these chapters? Note the following moments and how they explore the complexities within our theme. Are these moments victories or failures for our heroes? What will be the effect of such decisions? • Hester’s decision not to explain the Scarlet Letter to Pearl • Hester’s confession about Chillingworth • Dimmesdale and Hester’s decision to escape • Hester’s transformation in the sunlight

26. Can you get any more Romantic? • In a well formed paragraph (topic sentence, evidence, explanation, etc.), explain how the following paragraphs exhibit Romanticism: “I do forgive you, Hester,” replied the minister, at length, with a deep utterance out of an abyss of sadness, but no anger. “I freely forgive you now. May God forgive us both! We are not, Hester, the worst sinners in the world. There is one worse than even the polluted priest! That old man's revenge has been blacker than my sin. He has violated, in cold blood, the sanctity of a human heart. Thou and I, Hester, never did so!” “Never, never!” whispered she. “What we did had a consecration of its own. We felt it so! We said so to each other! Hast thou forgotten it?” “Hush, Hester!” said Arthur Dimmesdale, rising from the ground. “No; I have not forgotten!”

27. An endless parade of Symbols! • So many more symbols to explore! With your partner, make symbol webs for the following: • The brook • Dimmesdale’s heart • The woods • Hester’s hair • The sunshine

28. Hester and Dimmesdale • Hester and Dimmesdale both committed the same sin, but respond to it very differently. How are their consequences different? How is their response to guilt different? How is their self-image different? • If they could somehow have ended up in opposite positions, with Dimmesdale held responsible and Hester let off without anyone knowing, how would the story have been different? How would their personalities have fit those opposite roles? • Watch the clip from the series CTRL. Lizzie and Stuart have different opinions about past mistakes. How do their ideas apply to Hester and Dimmesdale? Who do you side with, Lizzie or Stuart?

29. “Mood to Burn Bridges” • In what ways is the speaker in this song similar to Hester?  In what ways is she different?  Give evidence. • How does the speaker’s tone underscore the hypocrisy of the town around her?  In what ways is this similar to the Puritan community within the Scarlet Letter?  Give evidence from both texts. • In what ways does the media change the way the story is told? Which did you personally find more engaging?  Why?  Pick out specific elements that influenced you and discuss their influence. • Have you ever felt that you were called out on something that everyone else was getting away with?  How would such a situation influence your ability to build relationships with others?  Would you be affected the same way the speaker and Hester were?

30. Pros and Cons • What are some of the strengths of Romanticism? • What are some of the weaknesses? • How does the following video parody some ideas and assumptions of Romanticism?

31. What do these symbols have to do with the term “gothic”? What words do you associate with “gothic”?

32. Only you can make yourself get the grade you want. So, make sure it happens.

33. Look at page 12-13 of Faust. • How is Faust characterized on these pages?  What traits does he have?  How do you know? • Faust is an early and excellent example of Romanticism.  Given what you know about Romanticism, what characteristics of Romantic literature do you see on these pages?  Give examples of as many traits as you can identify. • How was Faust’s problem in these pages hinted at in the prologue in heaven? Compare Mephisto’s description of Faust on page 10 to what we actually see of Faust on these pages. Give evidence. • First impressions are important.  How do you feel about the story of Faust based upon your first impressions of him?

34. the conversations (pages 24-25) • List as many topics of conversation as you see. • List as many types of people that you see. • Why would Goethe interrupt the progress of his story for two and a half pages of irrelevant dialogue?  What is the significance of this portion of the scene?  What does it accomplish in the scope of the story? • Consider what kinds of conversations you have around the lunch table or in the halls.  What purpose do most of those conversations have?  What do they reveal about you and your friends?  Pick a few things you’ve talked about to someone in the last few days and discuss what it reveals about your goals and priorities in life, even if the conversation was relatively simple or asinine.

35. Sit down and read • When you enter the room, find a seat, pull out a book, and read. If you don’t have a book, you may borrow one from the shelf.

36. Anthem to Poetry

37. Translations • Why is Faust dissatisfied with the original text? What does he finally settle upon? • Why does Faust feel comfortable with changing the Bible? What does this show about him? • Look at the four words Faust chooses (Word, Sense, Force, Deed). What does each represent to Faust? What are the problems with the first 3? What does the progression through the four show about Faust’s quest for meaning? • What is real and true? Where does true meaning lie? How do you define truth?